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When we try to understand someone with a different view of the world and another interpretation of life, it is very important to try on his point of view. We will have to disregard the subjectivity of our thoughts, feelings and beliefs and look at the situation dispassionately and objectively. When teaching a student with Asperger's syndrome, staff and teachers should be aware of how a triad of disorders occurs in all autism spectrum disorders, and what special characteristics of Asperger's syndrome may manifest in the student's behavior.

Features of the autism spectrum are reflected not only in behavior. They will influence the thought processes that control responses to environmental influences, the demands of other people, and everyday situations.

Since people with Asperger's syndrome have a hard, inflexible mindset, even a small change in the usual order of things can cause great suffering. Unexpected or continuous changes in familiar people and the environment can greatly upset the person. If change is inevitable, it is very important that it occurs as slowly as possible, gradually, within the framework of a clear structure that the student can foresee and with which conditions he will get used to.

It is important to ensure as much as possible unchanged environment for students with Asperger syndrome; changes should be kept to a minimum. Considerations of integrity and constancy of a lifestyle should have the highest priority. If change is inevitable, teachers and staff should carefully consider the expected reaction that a change can bring, taking into account the particular student's characteristics. All measures should be taken to minimize negative consequences.

Basic recommendations for students

1. Try to work in a group but do not expect much

Because of the problems experienced with communicating and understanding social conventions, a student with Asperger's syndrome may find it difficult to work in a group. People with autistic disorder also have problems understanding other people's feelings, and they can not work well in a team, because by their nature they do not take into account the wishes and needs of classmates (for example, the desire to win and succeed).

An illustrative example of a problem situation is coursework on groups. In these situations, the success of all students in a group depends on how everyone "pulls". A student with Asperger's syndrome will not only be difficult to motivate themselves (especially if the subject of the work is not in the field of personal interest), but it is also difficult to understand why the members of his team are so angry or so unhappy if something goes wrong. Someone in the group, or the teacher, should mediate in such situations, so that a student with Asperger's syndrome will know exactly what the group expects from him, and that all disagreements are resolved in a calm manner based on logic.

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3. How to deal with problems with motivation?

Students with Asperger syndrome may have a particular interest. It may even be the course that they pass. But, as it usually happens (with everyone), there are subjects uninteresting to the student in school. Most students think rationally and understand that they need to complete the course, even if something does not like it at all.

Students with Asperger usually focus on something very specific, "here and now." For example: "I'd rather work on repeating statistics than on writing." Obviously, this will undermine the overall performance of the student in this course.

Students with Asperger syndrome with great difficulty are motivated by the future (for example, "if I write the necessary written works, I will receive a certificate next year"). They need additional guidance and motivational support, which will make it possible to set more tangible goals (for example, "if you want to become an engineer, you need to go through all the parts of the course, including writing").

Tips for teachers for preparing students for the exam

It is necessary to inform the student about the date, time and duration of the exam as soon as possible.

If possible, indicate the place of the exam and list which employees will be in the admissions office. If you can not specify exactly, provide a list of possible candidates.

Very accurately list the topics and modules whose knowledge will be checked. If possible, provide training recommendations to ensure that students repeat all the necessary sections (sometimes students devote too much time to detail, not the general picture, then they need to draw their attention to areas that are not particularly interesting to them).

If you think that the student is worried about where he will sit on the exam, draw a plan for arranging tables and chairs.

If the seating plan is known in advance (for example, alphabetically), announce it to the students. Help them outline in general terms where they will sit (the indication does not have to be exact, for example, it's enough so: "how will you enter the hall, on the left, in the back rows").

Give students the opportunity to arrive early on the day of the exam so that they are comfortable with the environment (for example, one very capable student could not write a word until he ran his hands through the walls of the exam room).

Be flexible. If the student can not concentrate in a large group, let him come back later, or think about putting him in a separate room.

If it is hypersensitive enough to be distracted by the creaking of the handles, think that it will help reduce noise, for example, earplugs or noise-canceling headphones.

Also, if the student begins to show repetitive behavior, for example, muttering or making sounds, try to anticipate it in advance, as this can irritate other students; and on the day of the exam take action will be more difficult.

Methods of distraction / replacement can help. For example, if a student is allowed to chew gum, this can prevent mumbling and other sounds. It is important to understand that these behaviors are of great importance for the student - they allow you to feel more confident or relax. It is necessary to set a goal not to eliminate them, but to lead to a more acceptable form or replace it. It may be useful to lose the role test in order to detect all possible problems.

Relaxation methods that students can practice during the preparation for examinations can benefit greatly.

Sometimes it is necessary that a member of the examination board directly address the student. Messages addressed to the entire audience are not enough. The student often needs personal instructions to understand to the end what needs to be done.

It may be necessary to help the student decide which questions to answer. Written instructions can be written in an unclear language or misleading. As soon as the student has read the assignment and decided which questions to answer, it may be necessary to renumber the questions for him.